Gregory, Sue, Jacka, Lisa, Stokes-Thompson, Frederick, Farley, Helen, Scutter, Sheila, Neuendorf, Penelope, Mathews, Shane, Garcia, Jaime, Meredith, Grant, Grant, Scott, Giovanangeli, Angela, Cram, Andrew, Muir, Tracey, Grenfell, Jenny, Williams, Anthony, McCarthy, Angela, Gregory, Brent, Schutt, Stefan, Wood, Denise, Orwin, Lindy, Warren, Ian, Bower, Matt, Butler, Des, Jegathesan, Jay Jay, Muir-Cochran, Eimear, Atkins, Clare, Le Rossignol, Karen, Linegar, Dale, Cleland, Ben, Hay, Lyn, Simoff, Simeon, Hillier, Mathew, Ellis, David, Masters, Yvonne, Stupans, Ieva, Steel, Caroline, Miller, Charlynn, Hearns, Merle, Brown, Ross, Flintoff, Kim, Gaukrodger, Belma, Larson, Ian, Wang, Xiangyu, Paillat, Edith, Gu, Ning and Bogdanovych, Anton (2012) Sustaining the future through virtual worlds. In: Future challenges, sustainable futures: Proceedings. Brown, M, Hartnett, M and Stewart, T, eds. Australian Society for Computers in Learning in Tertiary Education, Wellington, pp. 361-368.

Abstract

Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 institutions see VWs as an opportunity to sustain higher education. The positives and negatives of using VWs are discussed.

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